TIME MANAGEMENT AND MNEMONIC SKILLS AS CORRELATES OF STUDENTS’ ACADEMIC ACHIEVEMENT IN COLLEGES OF EDUCATION IN NORTH-EAST, NIGERIA

Abstract

This study examined the relationship between time management, mnemonic skills and students’ academic achievement in Colleges of Education in North-East, Nigeria. The study adopted a correlational survey research design. A multistage sampling technique was used to select 877 NCE II students students from four Colleges of Education, namely Federal College of Education, Yola, Adamawa State; Aminu-Saleh College of Education, Azare, Bauchi State; Federal College of Education (Technical), Potiskum, Yobe State; and Federal College of Education, Gombe State, out of the Colleges of Education in the region. The sample size was determined using the Cochran (1977) sample size formula for a finite population. The College Students’ Study Skills Questionnaire (CSSSQ), as adapted, was used for data collection. Mean and standard deviation were used to summarise the data, while Pearson product-moment correlation (PPMC) was used to answer the research questions and test the hypotheses at the 0.05 significance level. The findings revealed a significant, positive relationship between time management skill and students’ academic achievement (r = .560, p < .001). Similarly, mnemonic skill had a significant, positive relationship with students’ academic achievement (r = .554, p < .001). The study concluded that both time management and mnemonic skills were significantly associated with students’ academic achievement. It was therefore recommended, among others, that lecturers should encourage students to develop and effectively manage their study time both within and outside the school environment.